Mastering Visual Literacy: Interpreting and Understanding Visual Media by Ken Mizusawa
Children’s Reading of Film and Visual Literacy in the Primary Curriculum: A Progression Framework Model by Jeannie Hill Bulman
I See What You Mean: Visual Literacy K-8 by Steve Moline
Teaching Visual Literacy in the Primary Classroom: Comic Books, Film, Television and Picture Narratives by Tim Stafford
Developing Visual Literacy in Science, K-8 by Jo Anne Vasquez, Michael W. Comer, and Frankie Troutman
Engaging the Eye Generation: Visual Literacy Strategies for the K-5 Classroom by Johanna Riddle
Visual Literacy through Picture Storybooks: Engaging Middle Years Students in Literature by Julianna Wilson
Children Reading Pictures: Interpreting Visual Texts by Morag Styles and Evelyn Arizpe
Language and Image in the Reading-Writing Classroom: Teaching Vision by Kristie S. Fleckenstein and Linda T. Calendrillo
Image Matters: Visual Texts in the Classroom by Jon Callow
The Potential of Picturebooks: From Visual Literacy to Aesthetic Understanding by Barbara Zulandt Kiefer
Maps, Charts, Graphs, and Diagrams: Skill Building Activities for Visual Literacy (Intermediate) by John Carratello, Patty Carratello, and Paula Spence
Visual Literacy Connections to Thinking, Reading, and Writing by Richard Sinatra
Nonprint in the Elementary Curriculum: Readings for Reference by James L. Thomas
Visual Literacy by Joan M. Platt
A Primer of Visual Literacy by Donis A. Dondis
Visual literacy: A Way to Learn–A Way to Teach by Roger B. Fransecky and John L. Debes
In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments.
This qualitative study investigated the perspectives of high school photography teachers regarding visual literacy. A qualitative methodology that used a phenomenographic research design was employed to gain understanding about the perspectives of high school photography teachers in their conceptualization, perceptions, and experiences surrounding visual literacy.
The aims of this study were to evaluate the effectiveness of video games when learning multiliteracies competences, study how to use video games on educational contexts, carry through a program with primary school students, and draw recommendations to design similar projects.